With answer key for advanced

A bus users.
B residents.
C cyclists.
D pedestrians.
• 
Skim the text before answering the questions to get an idea of what it’s about.
• 
When trying to identify the correct answers, try to rule out the wrong answers too. 
Exam tips
2
In a notebook, rewrite the sentences using the passive form of the verbs so they have the same 
meaning as the first sentence. The number after the sentence tells you how many verbs you 
need to change.
1. The bus company is considering proposals to increase the number of bus routes. (1)
2. People say that it’s the most cosmopolitan city on the planet. (1)
3. They told the mayor that he should create more parks. (2) 
4. The city authorities will publish the results of the poll after they have counted the votes. (2)
5. They said that they couldn’t do anything until they had cleared the rubbish away. (2)
6. Vandals damaged the shopping centre after they had broken into it. (2)
7. The police arrested a man after they had stopped him for driving too fast. (2)
8. Mrs Evans has asked me to inform you that she has cancelled the next residents’ meeting. (2)

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ADVANCED READING AND USE OF ENGLISH  | PART 5 | 3
ADVANCED READING AND USE OF ENGLISH
© Cambridge University Press and UCLES 2018
3
PART 5
Exam task
1
You are going to read an article about using video games in education. For questions 1–6 
choose the answer (A, B, C or D) which you think fits best according to the text.
Using video gaming in education
Technology in schools
It has become conventional wisdom that spending too 
much time playing video games has a detrimental effect 
on children’s studies and their social development. 
However, some educationalists are now questioning 
this theory and are using video games as effective 
educational tools thus bridging the gap between 
recreational and educational activities. 
Due to the sophisticated nature of today’s games, 
teachers are able to justify the inclusion of video and 
online games for many pedagogical reasons. There may, 
for example, be sociological, psychological, and ethical 
implications built into the gameplay. Harvey Edwards, who 
teaches IT classes in London, was one such educator 
who decided to use video games in his lessons. To do 
this, he chose Minecraft, an online game in which players 
create and develop imaginary worlds. He was somewhat 
uneasy about attempting such an unconventional 
approach, not because of some students’ unfamiliarity 
with the game but rather due to them not being able 
to make sense of what he was trying to do with it. He 
worried that it might interfere with his learners’ focus, but 
he couldn’t have been more surprised by the results.
Minecraft is an example of a ‘sandbox game’, in which 
gamers roam around and change a virtual world at will. 
Instead of having to pass through numbered levels to reach 
certain places, there’s full access from start to finish. The 
original version can be adapted to control which characters 
and content are left in. Each student can then be allocated 
tasks – such as house-building, locating items or problem-
solving – which they must complete within the game. 
Elements of more general skills can be subtly incorporated 
into the lessons, such as online politeness and safety, 
teamwork and resolving differences. Edwards feels that 
presenting such lessons in the context of a game students 
probably already know and enjoy enables him to connect 
with them at greater depth, and in more motivational ways. 
Bolstered by his success, Edwards introduced his approach 
to another school nearby. He recalls that the first couple 
of sessions didn’t live up to his expectations. Those who 
had played Minecraft before were keen for others to adopt 
their own style of play. Unsurprisingly, this assortment of 
styles and opinions as to how the game should proceed 
were far from harmonious. However, the sessions rapidly 
transformed into something more cohesive, with the 
learners driving the change. With minimal teacher input, 
they set about choosing leaders and established several 
teams, each with its own clearly-defined role. These teams, 
now party to clear common goals, willingly cooperated 
to ensure that their newborn world flourished, even when 
faced with the toughest of challenges. 
‘Human’ inhabitants in a Minecraft ‘society’ are very 
primitive and wander around the imaginary world, 
waiting for guidance from players. This dynamic bears 
a resemblance to traditional education, an observation 
highlighted by Martina Williams, one of the leaders of the 
group. ‘Through the game, we were no longer passive 
learners in the classroom, being told what and how to 
learn, but active participants in our own society.’ Each 
group member had ideas as to how their function should 
develop. The leaders, meanwhile, had a vision for their 
virtual world as a whole, encouraging everyone to play their